This study was designed mainly to investigate the extent to which two instructional frameworks, namely, Focus on Form (FonF) and Focus on Forms (FonFs) affect the development of two productive skills of speaking and writing in Iranian intermediate EFL learners. Pursuing the three major objectives of the study, the inquirer, planning a quasi-experimental research design, invited 80 male and female Iranian EFL learners to take part in the study. Using three instruments, PET, IELTS speaking, and writing tests, the researcher elicited data for further analysis and interpretation. Being exposed to...